Police kill around 1,000 persons annually in the United States. This is a significant issue for social work because of the effects these killings have on individuals and communities. Recent research has shown a positive relationship between violent political rhetoric (VPR) and mass shootings. This study aimed to investigate if a relationship exists between VPR and police violence that results in the death of civilians. This was a secondary analysis of publicly available data on police killings of civilians. The dependent variable was a measure of the number of police violence killings of civilians. Three control variables were included in analyses: monthly gun ownership, monthly average temperature in the U.S., and the annual murder rate in the U.S. An auto-regressive distributed lag error correction time series analysis was used in data analyses, and as a sensitivity check a Poisson time series regression with robust standard errors was also employed. The results showed a positive relationship between VPR and police violence killings of civilians. The principal implication of these findings for social work is that social workers collaborate with professionals in other disciplines to find ways to reduce the use of VPR by politicians and others in the media.
{"title":"The Relationship Between Violent Political Rhetoric, Murder Rate, Gun Ownership, and Police Deadly Encounters With Civilians","authors":"William R. Nugent, Angie Khalil","doi":"10.18060/27231","DOIUrl":"https://doi.org/10.18060/27231","url":null,"abstract":"Police kill around 1,000 persons annually in the United States. This is a significant issue for social work because of the effects these killings have on individuals and communities. Recent research has shown a positive relationship between violent political rhetoric (VPR) and mass shootings. This study aimed to investigate if a relationship exists between VPR and police violence that results in the death of civilians. This was a secondary analysis of publicly available data on police killings of civilians. The dependent variable was a measure of the number of police violence killings of civilians. Three control variables were included in analyses: monthly gun ownership, monthly average temperature in the U.S., and the annual murder rate in the U.S. An auto-regressive distributed lag error correction time series analysis was used in data analyses, and as a sensitivity check a Poisson time series regression with robust standard errors was also employed. The results showed a positive relationship between VPR and police violence killings of civilians. The principal implication of these findings for social work is that social workers collaborate with professionals in other disciplines to find ways to reduce the use of VPR by politicians and others in the media.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social workers often work with clients who are at elevated risk for firearm victimization or perpetration due to their personal risk factors. But are they talking to their clients about firearms? Research on social workers’ firearm assessment or discussions with clients about safe storage is scarce. This study sought to better understand social workers and students’ firearms training, beliefs, general knowledge, and application to practice. An anonymous, online, quantitative survey was completed by 139 social workers and students. Most social work practitioners and students had zero hours of training regarding firearms in their social work programs, their internship, and/or from continuing education units (CEUs). Those that had training asked clients about firearms. Besides asking suicidal and aggressive clients, most social workers were not routinely asking other high- risk clients about their access to firearms or their storage practices. Over half of the participants said they would be interested in future training. Social workers have unique skills and key connections with high-risk clients who are vulnerable to firearm-related risks. They have the potential to prevent gun violence, but only if they receive thorough, effective training on firearms assessment and safe storage practices.
{"title":"Firearm Access and Safe Storage","authors":"Lisa Rapp-McCall, Robert Lucio","doi":"10.18060/27395","DOIUrl":"https://doi.org/10.18060/27395","url":null,"abstract":"Social workers often work with clients who are at elevated risk for firearm victimization or perpetration due to their personal risk factors. But are they talking to their clients about firearms? Research on social workers’ firearm assessment or discussions with clients about safe storage is scarce. This study sought to better understand social workers and students’ firearms training, beliefs, general knowledge, and application to practice. An anonymous, online, quantitative survey was completed by 139 social workers and students. Most social work practitioners and students had zero hours of training regarding firearms in their social work programs, their internship, and/or from continuing education units (CEUs). Those that had training asked clients about firearms. Besides asking suicidal and aggressive clients, most social workers were not routinely asking other high- risk clients about their access to firearms or their storage practices. Over half of the participants said they would be interested in future training. Social workers have unique skills and key connections with high-risk clients who are vulnerable to firearm-related risks. They have the potential to prevent gun violence, but only if they receive thorough, effective training on firearms assessment and safe storage practices.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2022, the American Civil Liberties Union tracked over 200 anti-LGBTQIA+ bills in the legislative session. Policy protections for LGBTQIA+ people can only advance when large numbers of people push for change, which requires greater public awareness of the implicit and explicit barriers for LGBTQIA+ persons. One promising practice for increasing visibility and public awareness is through grassroots activism. Grassroots work spans micro, mezzo, and macro social work practice as it builds local power to influence improvements in services and the well-being for a particular group or issue. LGBTQIA+ grassroots activism provides visibility and community and builds relationships with local resources and leaders to address specific needs. This paper looks at the impact of rural grassroots work on policy change, specifically emphasizing the influence of LGBTQIA+ people leading local efforts to establish greater equity in their communities. The authors provide three examples of LGBTQIA+ organizations doing grassroots work in rural areas in order to increase attention to this foundational level of policy change. These organizations and many more across the country must be acknowledged and supported by social workers to increase the important momentum of self-represented movements for justice.
{"title":"Grassroots Activism Impacting Rural LGBTQIA+ Communities","authors":"Veronica L. Timbers, Will Ward, Sarah Ballard","doi":"10.18060/26373","DOIUrl":"https://doi.org/10.18060/26373","url":null,"abstract":"In 2022, the American Civil Liberties Union tracked over 200 anti-LGBTQIA+ bills in the legislative session. Policy protections for LGBTQIA+ people can only advance when large numbers of people push for change, which requires greater public awareness of the implicit and explicit barriers for LGBTQIA+ persons. One promising practice for increasing visibility and public awareness is through grassroots activism. Grassroots work spans micro, mezzo, and macro social work practice as it builds local power to influence improvements in services and the well-being for a particular group or issue. LGBTQIA+ grassroots activism provides visibility and community and builds relationships with local resources and leaders to address specific needs. This paper looks at the impact of rural grassroots work on policy change, specifically emphasizing the influence of LGBTQIA+ people leading local efforts to establish greater equity in their communities. The authors provide three examples of LGBTQIA+ organizations doing grassroots work in rural areas in order to increase attention to this foundational level of policy change. These organizations and many more across the country must be acknowledged and supported by social workers to increase the important momentum of self-represented movements for justice.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Doctoral program attrition is a significant issue, with 50% of doctoral students leaving their program before completion. Personal life events, such as marriage and children, are risk factors for attrition, but little research has focused on factors that positively affect persistence and success through these life events. In a nationwide survey project, individuals who had been pregnant during their doctoral program in the United States (n=626) suggested strategies and approaches that pregnant students could implement to support continued success in doctoral education, highlighting the voices of those with lived experience with doctoral education and pregnancy. Thematic analysis identified four primary themes in the responses: the creation of systems that support success, the need for clear expectations, the importance of productivity, and the feasibility of success. Implications for doctoral programs and social work educators include the need to identify ways that programs can activity support students through pregnancy, remain informed about supports and accommodations for pregnant students, and consider options to allow for a slow-down in productivity without penalty to the student.
{"title":"“People Will Judge You…So Be Ready”","authors":"Rebecca G. Mirick, Stephanie P. Wladkowsi","doi":"10.18060/26938","DOIUrl":"https://doi.org/10.18060/26938","url":null,"abstract":"Doctoral program attrition is a significant issue, with 50% of doctoral students leaving their program before completion. Personal life events, such as marriage and children, are risk factors for attrition, but little research has focused on factors that positively affect persistence and success through these life events. In a nationwide survey project, individuals who had been pregnant during their doctoral program in the United States (n=626) suggested strategies and approaches that pregnant students could implement to support continued success in doctoral education, highlighting the voices of those with lived experience with doctoral education and pregnancy. Thematic analysis identified four primary themes in the responses: the creation of systems that support success, the need for clear expectations, the importance of productivity, and the feasibility of success. Implications for doctoral programs and social work educators include the need to identify ways that programs can activity support students through pregnancy, remain informed about supports and accommodations for pregnant students, and consider options to allow for a slow-down in productivity without penalty to the student.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the social work profession’s unified commitment to identify and address widespread societal problems, there have been few scholarly articles that have focused on the Grand Challenges for Social Work and Society (“Grand Challenges”). While half of social work academic programs have reported incorporating content about the Grand Challenges initiative into curricula, there have not been any known empirical studies about whether graduates have interests in these areas or feel prepared to address the identified concerns. This quantitative study of master’s-level social workers indicates that the vast majority are unaware of the Grand Challenges and are not working on most social problems identified. Despite strong interest in addressing the Grand Challenges generally, the primary professional foci of social workers are limited to a few issues. There are significant overall relationships between professional interests, perceived competency to work on the problems, and views on the likelihood of the profession making progress on addressing the Grand Challenges. Results have significant implications for social work education as practicum placements and work opportunities need to be developed in key areas if the profession wants to have desired societal impacts.
尽管社会工作专业一致承诺要发现并解决广泛存在的社会问题，但很少有学术文章关注社会工作与社会的重大挑战（"Grand Challenges for Social Work and Society"）。虽然有一半的社会工作学术项目报告称已将有关 "大挑战 "倡议的内容纳入课程，但尚未有任何已知的实证研究表明毕业生是否对这些领域感兴趣，或是否感觉已为解决已确定的问题做好了准备。这项针对硕士社会工作者的定量研究表明，绝大多数社会工作者并不了解 "大挑战"，也没有致力于解决大多数已确定的社会问题。尽管社会工作者普遍对应对大挑战有着浓厚的兴趣，但他们的主要专业关注点仅限于少数几个问题。专业兴趣、对解决这些问题的认知能力和对本专业在应对大挑战方面取得进展的可能性的看法之间存在着重要的整体关系。研究结果对社会工作教育具有重要影响，因为如果社会工作专业想要产生预期的社会影响，就需要在关键领域开发实习场所和工作机会。
{"title":"Examining the Views of Master of Social Work (MSW) Graduates on the Grand Challenges for Social Work and Society","authors":"Dawn Apgar, Lori Zerrusen","doi":"10.18060/26953","DOIUrl":"https://doi.org/10.18060/26953","url":null,"abstract":"Despite the social work profession’s unified commitment to identify and address widespread societal problems, there have been few scholarly articles that have focused on the Grand Challenges for Social Work and Society (“Grand Challenges”). While half of social work academic programs have reported incorporating content about the Grand Challenges initiative into curricula, there have not been any known empirical studies about whether graduates have interests in these areas or feel prepared to address the identified concerns. This quantitative study of master’s-level social workers indicates that the vast majority are unaware of the Grand Challenges and are not working on most social problems identified. Despite strong interest in addressing the Grand Challenges generally, the primary professional foci of social workers are limited to a few issues. There are significant overall relationships between professional interests, perceived competency to work on the problems, and views on the likelihood of the profession making progress on addressing the Grand Challenges. Results have significant implications for social work education as practicum placements and work opportunities need to be developed in key areas if the profession wants to have desired societal impacts.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 97","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Francisco J. Lozornio, Celeste Sánchez, María Vidal de Haymes, Guillermo Sanhueza, Ennio Cardozo, Verónica Arreola
The process of design and implementation of the Online Bilingual (Spanish and English) Master of Social Work (OBMSW) at Loyola University Chicago is presented. This innovative program enhances the clinical training of social work students serving Latinx, immigrant, and refugee communities. The OBMSW utilizes an online platform, offers learning in a bilingual environment, is taught by a completely Latinx faculty body, and is guided by a curriculum that is responsive to current challenges experienced by Latinx and immigrant populations in the U.S. Preliminary, mixed-methods data of this promising approach to social work education is included. Additionally, a description of the adjustments and changes made during the implementation stage resulting from student advocacy and the self-evaluation exercises conducted is offered. Limitations and potential future opportunities are discussed. The innovative OBMSW program can serve as a model for social work programs across the U.S. interested in preparing social workers to meet the unmet, growing mental health service needs of the bilingual Latinx populations. Additionally, the OBMSW program's online format can increase student access on a national level.
{"title":"The Online Bilingual MSW Program","authors":"Francisco J. Lozornio, Celeste Sánchez, María Vidal de Haymes, Guillermo Sanhueza, Ennio Cardozo, Verónica Arreola","doi":"10.18060/27427","DOIUrl":"https://doi.org/10.18060/27427","url":null,"abstract":"The process of design and implementation of the Online Bilingual (Spanish and English) Master of Social Work (OBMSW) at Loyola University Chicago is presented. This innovative program enhances the clinical training of social work students serving Latinx, immigrant, and refugee communities. The OBMSW utilizes an online platform, offers learning in a bilingual environment, is taught by a completely Latinx faculty body, and is guided by a curriculum that is responsive to current challenges experienced by Latinx and immigrant populations in the U.S. Preliminary, mixed-methods data of this promising approach to social work education is included. Additionally, a description of the adjustments and changes made during the implementation stage resulting from student advocacy and the self-evaluation exercises conducted is offered. Limitations and potential future opportunities are discussed. The innovative OBMSW program can serve as a model for social work programs across the U.S. interested in preparing social workers to meet the unmet, growing mental health service needs of the bilingual Latinx populations. Additionally, the OBMSW program's online format can increase student access on a national level.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mental Health Service Use Among Middle Eastern Migrant Women: Social Work's Role in Promoting Mental Health LiteracyKrisztina BaltimoreWooksoo KimAbstract: Migrants who relocate to the United States from the Middle East are more likely to face a host of structural and individual barriers that can significantly contribute to their mental health issues and affect their psychological well-being. Addressing mental health problems and incentivizing help-seeking behavior is important among women who are more likely to face daily stressors in childcare, household responsibilities, and marital relationships. In this paper, we discuss factors that impact help-seeking for mental health problems among Middle Eastern migrant women including English language proficiency, structural challenges, and cultural factors such as shame and stigma. We argue that when considering its potential effectiveness, targeting mental health literacy may serve as the best direction for future research and social work intervention in order to enhance help-seeking behavior among this population. Recommendations for social workers include using community-based partnerships to provide educational resources regarding mental health services through healthcare centers, social service agencies, and local Muslim and Arab organizations.
{"title":"Mental Health Service Use Among Middle Eastern Migrant Women","authors":"Krisztina Baltimore, Wooksoo Kim","doi":"10.18060/27061","DOIUrl":"https://doi.org/10.18060/27061","url":null,"abstract":"Mental Health Service Use Among Middle Eastern Migrant Women: Social Work's Role in Promoting Mental Health LiteracyKrisztina BaltimoreWooksoo KimAbstract: Migrants who relocate to the United States from the Middle East are more likely to face a host of structural and individual barriers that can significantly contribute to their mental health issues and affect their psychological well-being. Addressing mental health problems and incentivizing help-seeking behavior is important among women who are more likely to face daily stressors in childcare, household responsibilities, and marital relationships. In this paper, we discuss factors that impact help-seeking for mental health problems among Middle Eastern migrant women including English language proficiency, structural challenges, and cultural factors such as shame and stigma. We argue that when considering its potential effectiveness, targeting mental health literacy may serve as the best direction for future research and social work intervention in order to enhance help-seeking behavior among this population. Recommendations for social workers include using community-based partnerships to provide educational resources regarding mental health services through healthcare centers, social service agencies, and local Muslim and Arab organizations.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy Fisher, Susan C. Allen, Brittany L. Washington
Little information exists about how MSW social work students perceive oppression and anti-oppressive theory and practice, especially in the United States. This case study describes a qualitative exploration of MSW student perceptions of oppression and anti-oppressive practice. Content was infused into a one-semester foundation-level course covering direct practice with individuals in an institution located in the Southeastern United States. Thematic analysis of written reflections and focus group responses revealed changes in pre- and post-course knowledge and skills, as well as five themes: the normality of oppression, the desire for change, practice application at micro and macro levels, optimism for change and personal growth, and recognition of the difficulties and discomfort of engaging in the conversation. Recommendations for social work educators include infusing anti-oppressive practice throughout the curriculum while utilizing inclusive course materials; facilitating self-reflection by students, faculty, and programs; and taking intentional steps to respond to discomfort in discussing these issues.
{"title":"How Do First-Year MSW Students Perceive Anti-Oppressive Theory and Practice?","authors":"Amy Fisher, Susan C. Allen, Brittany L. Washington","doi":"10.18060/27250","DOIUrl":"https://doi.org/10.18060/27250","url":null,"abstract":"Little information exists about how MSW social work students perceive oppression and anti-oppressive theory and practice, especially in the United States. This case study describes a qualitative exploration of MSW student perceptions of oppression and anti-oppressive practice. Content was infused into a one-semester foundation-level course covering direct practice with individuals in an institution located in the Southeastern United States. Thematic analysis of written reflections and focus group responses revealed changes in pre- and post-course knowledge and skills, as well as five themes: the normality of oppression, the desire for change, practice application at micro and macro levels, optimism for change and personal growth, and recognition of the difficulties and discomfort of engaging in the conversation. Recommendations for social work educators include infusing anti-oppressive practice throughout the curriculum while utilizing inclusive course materials; facilitating self-reflection by students, faculty, and programs; and taking intentional steps to respond to discomfort in discussing these issues.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Political practice and policy practice are critical components of the social work profession, yet social workers and social work students do not fully engage in them. Bachelor and Master of Social Work programs (BSW and MSW) cover these topics, often through lecture-based instruction; however, a growing body of literature suggests experiential learning is better for building efficacy and interest in them. This article reviews the literature on political practice and policy practice in social work (including teaching approaches), discusses the implications for social work of a decreased emphasis on macro social work, and then explores the results of a new study attempting to address this issue. A one-group, pretest-posttest study was conducted with BSW students (n=66) to evaluate the possible effectiveness of a new training. Key findings yielded an increase in the likelihood of the students engaging in political and policy activities in the future (with the most significant effect size related to the likelihood of sending a letter to the editor). Based on the literature review and study results, recommendations, with an emphasis on experiential learning activities, are offered for social work educators looking to increase the likelihood of political practice and policy practice engagement in their students during and after going through social work programs.
{"title":"Increasing Political Practice and Policy Practice in Social Work Students","authors":"Allison Berkowitz","doi":"10.18060/27271","DOIUrl":"https://doi.org/10.18060/27271","url":null,"abstract":"Political practice and policy practice are critical components of the social work profession, yet social workers and social work students do not fully engage in them. Bachelor and Master of Social Work programs (BSW and MSW) cover these topics, often through lecture-based instruction; however, a growing body of literature suggests experiential learning is better for building efficacy and interest in them. This article reviews the literature on political practice and policy practice in social work (including teaching approaches), discusses the implications for social work of a decreased emphasis on macro social work, and then explores the results of a new study attempting to address this issue. A one-group, pretest-posttest study was conducted with BSW students (n=66) to evaluate the possible effectiveness of a new training. Key findings yielded an increase in the likelihood of the students engaging in political and policy activities in the future (with the most significant effect size related to the likelihood of sending a letter to the editor). Based on the literature review and study results, recommendations, with an emphasis on experiential learning activities, are offered for social work educators looking to increase the likelihood of political practice and policy practice engagement in their students during and after going through social work programs.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eugenia L. Weiss, Juan Carlos Araque, Annalisa Enrile, Renee Smith-Maddox, Danielle Cohen, Catherine Davis
Ensuring healthy development for youth is one of the Grand Challenges of the social work profession. This Grand Challenge seeks to reduce behavioral health problems in youth through prevention efforts. This paper presents a mixed-methods study of sixty Latina adolescents from low-income schools to better understand their perceptions of what it is like to be a girl in U.S. society and explore their strengths through their developmental assets. Understanding their assets rather than deficits would allow social workers as program developers, practitioners, and researchers as well as educators, to be able to focus on prevention. Overall, the study participants showed a strong foundation of assets reflecting personal development along with perceived support from family, school, and other social aspects of their lives. Some of the girls exhibited developmental vulnerability in terms of positive identity and constructive use of time. Additionally, findings from focus groups suggested four themes, including feeling external pressure from both other girls and boys to meet societal beauty ideals, gender-based norm disparities and double standards, desire for reliable support systems, and belief in self about achieving their goals. Based on the findings, implications for social workers engaging in positive youth development and preventative programming for Latina adolescents are provided through intersectionality and equity.
{"title":"Societal Perceptions and Developmental Assets of Latina Youth From Low-Income Schools","authors":"Eugenia L. Weiss, Juan Carlos Araque, Annalisa Enrile, Renee Smith-Maddox, Danielle Cohen, Catherine Davis","doi":"10.18060/26720","DOIUrl":"https://doi.org/10.18060/26720","url":null,"abstract":"Ensuring healthy development for youth is one of the Grand Challenges of the social work profession. This Grand Challenge seeks to reduce behavioral health problems in youth through prevention efforts. This paper presents a mixed-methods study of sixty Latina adolescents from low-income schools to better understand their perceptions of what it is like to be a girl in U.S. society and explore their strengths through their developmental assets. Understanding their assets rather than deficits would allow social workers as program developers, practitioners, and researchers as well as educators, to be able to focus on prevention. Overall, the study participants showed a strong foundation of assets reflecting personal development along with perceived support from family, school, and other social aspects of their lives. Some of the girls exhibited developmental vulnerability in terms of positive identity and constructive use of time. Additionally, findings from focus groups suggested four themes, including feeling external pressure from both other girls and boys to meet societal beauty ideals, gender-based norm disparities and double standards, desire for reliable support systems, and belief in self about achieving their goals. Based on the findings, implications for social workers engaging in positive youth development and preventative programming for Latina adolescents are provided through intersectionality and equity.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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